Abstract

This study investigated the implementation of teacher reward systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in K–12 educational settings. While the PBIS framework has been extensively studied for its impact on student behavior and academic outcomes, limited attention has been given to supporting and motivating educators through systematic reward systems. This research aimed to identify the types of teacher rewards used, methods of selection and distribution, and staff perceptions of effectiveness and social validity. Using a structured 39-item survey distributed to SWPBIS team members across eight schools in Minnesota, the study gathered quantitative and qualitative data on current practices. Results indicated that most schools employed a combination of tangible, social, and opportunitybased rewards, with peer nominations and PBIS team decisions being the primary methods for selecting recipients. Social acknowledgments were rated the most effective reward type. A positive correlation was observed between consistent implementation and improved school climate. Findings suggest that teacher rewards, when thoughtfully designed and implemented, can enhance staff morale, increase fidelity of SWPBIS practices, and contribute to a more supportive educational environment. The study highlights the need for further research into scalable, cost-effective models for teacher reinforcement.

Advisor

Kevin Filter

Committee Member

Carlos Panahon

Committee Member

Jeffrey Buchanan

Committee Member

Kimberly Johnson

Date of Degree

2025

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Program of Study

School Psychology

Department

Psychology

College

Humanities and Social Sciences

Download
Request Accessible Version

Share

COinS
 

Rights Statement

In Copyright